Complex Journeys and Methodological Responses to Engaging in Self-Study in a Rural Comprehensive University

Autor/inn/en	Meyiwa, Thenjiwe; Chisanga, Theresa; Mokhele, Paul; Sotshangane, Nkosinathi; Makhanya, Sizakele
Titel	Complex Journeys and Methodological Responses to Engaging in Self-Study in a Rural Comprehensive University
Quelle	In: Perspectives in Education, 32 (2014) 2, S.102-116 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
Schlagwörter	Foreign Countries; Independent Study; Rural Schools; Universities; Higher Education; Supervisor Supervisee Relationship; Supervisors; College Students; Reflection; Research; Research Methodology; South Africa + Suchen Sie Ihr Suchwort? Ausland; Selbststudium; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; University; Universität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Forschung; Research method; Forschungsmethode; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The context in which self-study research is conducted is sometimes complex, affecting the manner in which related data is gathered and interpreted. This article comprises collaboration between three students and two supervisors. It shares methodological choices made by graduate students and supervisors of a rural university at which, self-study research was introduced in 2010. As individuals, and as a collective, we reflect on the reasons and decisions for adopting certain research approaches towards self-study: the ways in which such decisions are negotiated in conceptualising, conducting, transcribing, and supervising graduate research. While self-reflexive data-collection approaches (mainly journal writing and storytelling) guide our research, the manner in which data is analysed and presented to the wider university community is influenced by expectations and by the context of the university. We, therefore, use innovative approaches differing from self-study research, speaking more to the challenges and expectations of a rural context. We further reflect on the implications such choices have for our research and the work produced--where knowledge shifts are executed, methodologies are re-defined and social change is desired. (As Provided).
Anmerkungen	Perspectives in Education. Faculty of Education, University of the Free State, Bloemfontein 9301, South Africa. Fax: +27-51-401-7044; e-mail: pie@ufs.ac.za; Web site: http://search.sabinet.co.za/pie
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10